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Objective: For more than a decade, an increase in psychiatric disabilities has been reported worldwide among students in postsecondary education. Supported Education (SEd) interventions support students with psychiatric disabilities to return to or remain in education. As not much is known about the effectiveness of SEd, we conducted a systematic review of the research on the effects of SEd on educational functioning, including study success and student satisfaction. Method: The EBSCOhost Complete browser (e.g., ERIC, MEDLINE, PsycARTICLES, PsycINFO, SocINDEX) was used to search for peer-reviewed studies representing effectiveness data on SEd published in English or Dutch/Flemish between 2009 and 2021. The quality of the research was assessed for all studies included. Results: A total number of seven studies were eligible. The results indicated a positive impact of SEd on the educational functioning (e.g., educational attainment, grade point average, comfort with the student role) of students with psychiatric disabilities. In addition, effects on time spent on educational activities, interpersonal skills, and sustained attention/vigilance were found. The quality of the studies appeared to be moderate. Conclusions and implications for practice: The limited available evidence suggests the added value of SEd interventions for the educational functioning of students with psychiatric disabilities. Reviewing the effectiveness of SEd was difficult due to differences in the SEd interventions used, the generally small research populations, and differing research designs. To improve the quality of research on this subject, future studies should overcome the identified shortcomings. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Deteriorated functioning is a part of the clinical-high risk (CHR) criteria for psychosis. Diminished social, educational and occupational functioning in the phase of late adolescence and early adulthood are associated with long-term social, economic and health consequences, which stresses the importance of early intervention to stimulate functioning. This pilot study examines the effectiveness and feasibility of the choose-get-keep model of Supported Education and Supported Employment (SEE) to improve educational and occupational functioning of individuals at CHR for a psychosis. A single blind randomized controlled pilot study combined SEE with treatment as usual (TAU) versus TAU among adolescents and early adults at CHR. School performance and job status as well as global functioning scales were assessed at twelve months. Of the 78 eligible participants, 20 individuals consented to participate in this study. At follow-up, participants in the intervention condition (n = 9) did not start an education more often than the participants in the control condition (n = 11) and the school results for both conditions were similar. However, in the intervention condition there were no school dropouts, more participants gained a job and worked longer hours. Two participants quit the intervention. This pilot study provides preliminary evidence that a SEE intervention is effective and feasible in sustaining and improving the level of both educational and occupational functioning of individuals at CHR for psychosis by supporting them in attaining, keeping and elaborating of their education or employment.

Mental health literacy (MHL) interventions in secondary schools may help to improve competencies that adolescents require to stay mentally healthy and seek help if mental health problems arise. These MHL interventions should be tailored to the needs of adolescents and educational professionals (EPs) to reach sustainable implementation and long-term effectiveness. However, evidence is lacking on these needs. Thus, our aim was to explore their experiences with, and perspectives on, mental health help seeking and needs regarding MHL interventions. We performed online focus group discussions and interviews with adolescents (n = 21; 13–19 years) and EPs (n = 12) and analyzed the data using directed content analysis. We identified three themes related to mental health help seeking: (1) Limited MHL competencies of adolescents, (2) Limited competencies of EP to provide mental health support, and (3) Limited mental health promotion in the school environment. We further identified three themes regarding MHL interventions: (1) Addressing basic mental health knowledge and skills, (2) Interactive and easily accessible, and (3) Sustainable implementation. Improving the MHL competencies of adolescents and EPs, and creating a mental health-literate school environment can promote adolescents’ mental health help seeking. Our findings highlight the importance of developing MHL interventions that are tailored to both adolescents’ and EPs needs.

Mental health problems in adolescence can have a profound influence on school functioning, educational attainment and thus future societal participation. Supported education (SEd) is a potentially useful method for educational professionals to help adolescents with mental health problems in secondary school improve their functioning by stimulating collaboration, ownership, and participation. In this study, we examined the feasibility of SEd in secondary education by examining its acceptability, implementation, and preliminary effectiveness. We performed a mixed-methods study using quantitative data (questionnaires) and qualitative data (interviews) from educational professionals (EP) and adolescents, aged 13–17, about their experiences with a SEd intervention. Regarding the acceptability of the intervention, three main themes emerged: (a) structure, (b) autonomy, and (c) applicability of the intervention. Themes regarding the implementation were: (a) lack of time, (b) personal attitude, (c) mastery, and (d) complexity of the school environment. The findings show that, for those that followed the intervention, SEd is a promising approach to support adolescents with mental health problems to improve their functioning and participation in school. Further research is needed on the effectiveness of the intervention. This article belongs to the Special Issue Children and Young People’s Participation in Health and Well-Being.

We examined trajectories of multiple health risk behavior (MHRB) patterns throughout adolescence, and changes in mental health from childhood to young adulthood. Further, we assessed how continuity or onset of MHRBs overall were associated with subsequent changes in mental health, and whether this varied by type of MHRBs. We used six waves of the prospective Dutch TRAILS study (2001-2016; n = 2229), covering ages 11 until 23. We measured MHRBs (substance use: alcohol misuse, cannabis use, smoking; and obesity-related: overweight, physical inactivity, irregular breakfast intake) at three time points during adolescence. We assessed mental health as Youth/Adult Self-report total problems at ages 11 and 23. Latent class growth analyses and ANOVA were used to examine longitudinal trajectories and associations. We identified six developmental trajectories for the total of MHRBs and mental health. Trajectories varied regarding likelihood of MHRBs throughout adolescence, mental health at baseline, and changes in mental health problems in young adulthood. We found no associations for the continuity of overall MHRBs throughout adolescence, and neither for early, mid- or late onset, with changes in mental health problems in young adulthood. However, continuity of MHRBs in the obesity-related subgroup was significantly associated with an increase in mental health problems. Adolescents with the same MHRB patterns may, when reaching adulthood, have different levels of mental health problems, with mental health at age 11 being an important predictor. Further, involvement with obesity-related MHRBs continuously throughout adolescence is associated with increased mental health problems in young adulthood.

Worldwide, an increasing number of students in higher education have mental health problems. Talking about these problems at the university is often not that easy. Students fear to be stigmatised if they disclose their problems to others. However, if they do not disclose their problems, they may not get the support they often need. Existing interventions to help people with this disclosure-dilemma are not specifically aimed at students, and lack certain important aspects. Therefore, we developed an intervention to help students with making a personal, well-informed decision regarding whether or not to disclose their problems. We examined the experiences of students and professionals with the new intervention. Moreover, we studied whether the students were less concerned about disclosure and experienced less decisional conflicts after using the intervention. Students with mental health problems from three universities of applied sciences in the Netherlands completed questionnaires prior to the intervention, directly after and three months after. In addition, the educational professionals reported their experiences with applying the intervention. Both students and professionals appreciated the contents and structure of the intervention and students’ level of concern about disclosure and level of decisional conflicts were lower after using the intervention.

The household registration system (Hukou) implemented by the Chinese government divides the Chinese society into two groups: urban residents and rural residents. Since the 1980s, millions of rural residents have migrated to cities without official permission. In this paper, we investigate urban residents' subtle prejudice towards rural-to-urban migrants. Specifically, the impacts of urban residents' socioeconomic status (SES) and their perception of migrants' adaptation styles are examined. A sample including 457 Chinese urban residents is taken from four cities in China. Educational and occupational levels are used to indicate urban residents' SES. Four adaptation styles (integration, assimilation, separation and marginalization) are manipulated by using vignettes. The results show that SES has a negative impact on urban residents' subtle prejudice. This link is further moderated by urban residents' perceptions of migrants' adaptations: the negative effect of SES on subtle prejudice holds only under a perception of integration or assimilation and disappears under a perception of separation or marginalization. Copyright (C) 2010 John Wiley & Sons, Ltd.

A growing number of studies examine the influence of individual factors on acculturation attitudes of immigrants, but few studies focus on majority members' attitudes. In this paper, two studies are reported on the relation between attachment styles and acculturation attitudes of both immigrants (N = 177) and majority members (N = 243) in the Netherlands. Until now very few studies have associated cultural adjustment with attachment styles. This is remarkable, because attachment theory refers to interaction with others in new situations. Four different styles of attachment (the secure, dismissing, preoccupied and fearful attachment styles) are related to Berry's classification of acculturation attitudes. People, both immigrants and majority members, with a secure attachment style were positive towards integration, whereas people with a dismissing attachment style were not. Dismissing immigrants were more positive towards separation. Whereas both immigrants and majority members with a secure attachment style showed a similar pattern of correlations between attachment and acculturation, they seem to react quite differently, and even in opposite ways, when they have a preoccupied attachment style. Yet, the different reactions may be caused by the same psychological process: The existential ambivalence of preoccupied people may lead to diverse reactions. (c) 2006 Elsevier Ltd. All rights reserved.

The present study examined the relationship between attachment styles and majority members' attitudes towards adaptation strategies of immigrants. A second purpose was to determine the construct validity and the stability of the Attachment Styles Questionnaire. A group of 177 first-year psychology students (Study 1), and a more representative group of 260 trust in others, adults (Study 2) filled Out the questionnaire about attachment, model of self, and attitude towards adaptation strategies of immigrants. During the follow-up, roughly one year later, both groups filled Out the attachment styles questionnaire a second time. In addition, the students answered the questions about the adaptation strategies. The construct validity and stability of the Attachment Styles Questionnaire were satisfactory. Furthermore, the secure attachment style appeared to be positively related to the attitude towards integration (Study 2). Fearful attachment was positively associated with the attitude towards assimilation (Study]), and negatively with the attitude towards integration (Study 2). Dismissive attachment was negatively related to integration (Study 1) and positively to separation (Study 2). The preoccupied attachment style appeared to be positively related to marginalization (Study 1). Moreover, the attachment styles predicted-to some extent-the attitudes towards adaptation strategies of immigrants over a period of roughly one year. (c) 2005 Elsevier Ltd. All rights reserved.